Reports Portfolio for Web-Based MAP
Measures of AcademicProgress l MAP
MAP Reports A window into every student’s achievement and growth
With Measures of Academic Progress® (MAP®) interim assessment data and our comprehensive reporting suite, you’re prepared to meet your students when and where they need you most. Use your reports to illuminate every student’s learning level and serve as the basis for sound decision making.
Four features of MAP reports
1. Timely results. MAP assessments yield fast results that identify students who need intervention and accurately point to instructional learning objects. MAP scores each test as it is administered and, at the test’s conclusion, gives preliminary results to both student and proctor. Following a test, instructors and administrators can access in-depth reports which show aggregate data by class, grade, school, and district. Most of these reports are available instantly.
2. Context for student performance on MAP. Because MAP scores are norm- referenced, you can compare achievement status—and changes in achievement status (growth) between test occasions—to students’ performance in the same grade at a comparable stage of the school year. Our College Readiness Benchmarks Study also lets you use grade 5–9 students’ MAP scores to predict future performance on ACT® achievement tests.
3. Audience-specific reports with flexible display and grouping options. Instructors and administrators will find a variety of MAP reports—including those that help them predict proficiency on state tests, group students for differentiated instruction, and engage students in mapping their own learning plan for the school year.
4. Flexible reporting formats. While most instructors and administrators make good use of the Northwest Evaluation Association™ (NWEA™) pre-configured reports, some districts and agencies want the underlying data formatted to import into their own student information or assessment management systems. NWEA provides an online interface to order, free of charge, raw data reports at any time and frequency during a testing season.
For comprehensive annotated versions of Web-Based MAP and MAP for Primary Grades (MPG) reports, please refer to the MAP Reports Reference document on the MAP Administration and Reporting Center (MARC) site.
Reports Annotation Key ...............................................................................................................................................1
Web-Based MAP ReportsClass .................................................................................................................................................................................................................................................................................. 2
Class Breakdown by RIT .................................................................................................................................................................................................................................................... 4
Class Breakdown by Goal ................................................................................................................................................................................................................................................. 5
Learning Continuum Class View: Reading ........................................................................................................................................................................................................................ 6
Learning Continuum Class View: Mathematics ................................................................................................................................................................................................................. 7
Learning Continuum Test View: Mathematics ................................................................................................................................................................................................................... 9
Learning Continuum Test View: Mathematics (Standards Filters) .................................................................................................................................................................................. 10
Class Breakdown by Projected Proficiency .................................................................................................................................................................................................................... 12
Achievement Status and Growth Projection ................................................................................................................................................................................................................... 13
Achievement Status and Growth Summary .................................................................................................................................................................................................................... 14
Achievement Status and Growth Summary with Quadrant Chart .................................................................................................................................................................................. 15
Student Goal Setting Worksheet ..................................................................................................................................................................................................................................... 16
Student Progress ............................................................................................................................................................................................................................................................. 17
Web-Based MAP Reports for AdministratorsDistrict Summary, Aggregate by School ......................................................................................................................................................................................................................... 18
District Summary, Aggregate by District ......................................................................................................................................................................................................................... 19
Grade ............................................................................................................................................................................................................................................................................... 20
Student Growth Summary ............................................................................................................................................................................................................................................... 21
Projected Proficiency Summary ...................................................................................................................................................................................................................................... 22
Web-Based MAP for Primary Grades ReportsStudent: Screening .......................................................................................................................................................................................................................................................... 24
Student: Skills Checklist .................................................................................................................................................................................................................................................. 25
Class ................................................................................................................................................................................................................................................................................ 26
Class Breakdown by RIT .................................................................................................................................................................................................................................................. 28
Class Breakdown by Goal ............................................................................................................................................................................................................................................... 29
Learning Continuum Class View: Reading ...................................................................................................................................................................................................................... 30
Class: Screening .............................................................................................................................................................................................................................................................. 31
Class: Sub-Skill Performance .......................................................................................................................................................................................................................................... 32
Web-Based Reports Portfolio | NWEA™
table of contents
Reports Annotation Key1 Norms Reference Data: Indicates which NWEA norming study your report data draws
upon. NWEA highly recommends using 2015 normative data.
2 Growth Comparison Period: The two terms for which you wish to receive student growth data.
3 Weeks of Instruction: Number of instructional weeks prior to testing, as set by your district administrator.
4 Optional Grouping: You may choose to disaggregate results by gender or ethnicity and, in certain cases, by special program.
5 Small Group Display: Summary groups of fewer than ten students will not display unless you select this option while generating your report.
6 Mean RIT: The group’s average score for the content area in the given term.
7 Median RIT: The group’s middle score for the content area in the given term.
8 Standard Deviation: The variability of scores within this group. A larger standard deviation reflects a wider range of scores.
9 Standard Error of Measurement: A precision estimate of an individual’s achievement score. The smaller the standard error, the more precise the achievement estimate.
10 Sampling Error: An estimate of the amount of error in an aggregate statistic (commonly the mean) attributed to calculating the statistic on a population sample rather than the entire population. The larger the group, the lower the sampling error.
11 Goal Performance Area: The students’ performance in the goal strands tested in this subject. Data will display either by goal strand RIT ranges or descriptors if students took a Survey with Goals test.
12 RIT Score: A student’s overall scale score on the test.
13 RIT Range: A range of RIT scores defined by the student’s RIT score plus and minus one standard error of measurement. If the student took the test again relatively soon, you could expect his or her score to fall within this range about 68% of the time.
14 Percentile: The percentage of students in the NWEA national norm sample, for this grade and subject area, that this student’s score equaled or exceeded.
15 Lexile® Range: A score (displayed as a 150-point range) resulting from a regression analysis of the NWEA Reading RIT scale and the MetaMetrics® Lexile® scale. This range helps you identify level-appropriate reading material for individual students.
16 Goal Area of Relative Strength (Student): A goal area score appears in bold when the midpoint of the student’s goal area RIT range is three or more RIT points higher than the student’s overall RIT score.
17 Goal Area of Relative Weakness (Student): A goal area score appears in italics when the midpoint of the student’s goal area RIT range is three or more RIT points lower than the student’s overall RIT score.
18 Overall Score: Students’ overall RIT scores for each subject appear in parentheses following their names.
19 Goal Score: Students’ scores for each goal area within a subject appear in ten-point RIT bands.
20 Goal Strands Tested: Click a goal strand to access the Learning Continuum Class View for the entire class. Click a student name to access the Learning Continuum Class View for that student.
21 The Learning Continuum Class View: The Class View groups students by RIT score bands to show the skills and concepts they are ready to learn.
22 The Learning Continuum Test View: The Test View shows skills and concepts to reinforce, develop, and introduce with students based on their RIT score for each goal and sub-goal area.
23 Learning Statements: Skills and concepts to reinforce, develop, and introduce with students.
24 Projected Proficiency Category: Students are grouped in predicted proficiency categories based on NWEA linking studies that align the MAP RIT scale to state assessments.
25 Projected RIT or RIT Projection: The student’s predicted score, based on national growth norms. Projections take into account the student’s initial score, grade level, and time between tests.
26 Projected Growth or Growth Projection: The amount the student’s RIT score is predicted to change, based on student growth norms. The student’s initial score plus projected growth equals projected RIT. The Student Growth Summary Report shows grade-level growth projections, which are based on school growth norms.
27 Observed Growth or RIT Growth: The student’s RIT point growth during the growth comparison period. On the Student Growth Summary Report, the second term Mean RIT minus the first term Mean RIT is the Observed Growth.
28 Observed Growth Standard Error: Amount of measurement error associated with term-to-term growth. If the student could be tested again over the same period with comparable tests, there would be about a 68% chance that growth would fall within a range defined by the term-to-term growth plus or minus the standard error.
29 Growth Index: The difference between observed and projected growth. A zero indicates the student met projection exactly. Do not use this index to compare performance between students. Use the Conditional Growth Index (see 31, below) instead.
30 Met Projected Growth: Indicates Yes if the student’s term-to-term growth equaled or exceeded the growth projection or No if growth was less than projected. A ‡ means that the student’s projected growth fell within one standard error of the student’s observed growth.
31 Conditional Growth Index: This index allows for growth comparisons between students. It incorporates conditions that affect growth, including weeks of instruction prior to testing and students’ starting RIT scores. A value of zero corresponds to mean growth, indicating growth matched projection.
32 Conditional Growth Percentile: The Conditional Growth Index translated into national percentile rankings for growth.
33 Percentage of Students Who Met or Exceeded Their Projected RIT/Growth: On the Achievement Status and Growth Summary Report, the percentage of students with second-term RIT scores that met or exceeded their individual growth projections. On the Student Growth Summary Report, the percentage of students with second-term RIT scores that met or exceeded their grade’s growth projection.
34 Percent of Projected Growth Met: The total student growth divided by the total projected RITs, expressed as a percentage. Performance of 100% is considered average, meaning the overall student growth equaled the projections. Use in conjunction with 33, above.
35 Growth Count: Number of students with valid test events for both terms.
36 Count Met Projected RIT/Growth: On the Achievement Status and Growth Summary Report, the number of students with second-term RIT scores that met or exceeded their individual growth projections. On the Student Growth Summary Report, the number of students with second-term RIT scores that met or exceeded their grade’s growth projection.
37 Median Conditional Growth Percentile: The middle of this student group’s conditional growth percentiles.
38 School Conditional Growth Index: This index allows for growth comparisons between grades or schools. It incorporates conditions that affect school growth, including weeks of instruction prior to testing and starting grade-level mean RIT scores. A value of zero corresponds to mean growth, indicating growth matched projection.
39 School Conditional Growth Percentile: The School Conditional Growth Index translated into national percentile rankings for growth.
40 Segmented Bar Graph: Shows the number of students who scored within each percentage range—low, medium, and high.
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Annotation Key
Lo%ile < 21
LoAvg%ile 21-40
Avg%ile 41-60
HiAvg%ile 61-80
Hi%ile > 80
Overall Performance count % count % count % count % count %MAP: Reading 2-5 Common Core 2010 V2/Common Core English Language Arts K-12: 2010
2 18% 4 36% 2 18% 2 18% 1 9%
Goal AreaLiterature
3 27% 2 18% 3 27% 2 18% 1 9%
Informational Text3 27% 3 27% 1 9% 3 27% 1 9%
Vocabulary Acquisition and Use4 36% 2 18% 3 27% 1 9% 1 9%
Summary
Total Students with Valid Growth Test Scores 11
Mean RIT 201.4
Median RIT 201
Standard Deviation 11.2
District Grade Level Mean RIT 201
Students At or Above District Grade Level Mean RIT 6
Norm Grade Level Mean RIT 205.7
Students At or Above Norm Grade Level Mean RIT 4
198-201-204 201 11.2
196-201-206 204 18.1
196-204-212 202 12.5
194-198-202 198 10.0
Reading
MAP: Reading 2-5 Common Core 2010 V2/Common Core English Language Arts K-12: 2010
Class ReportNorms Reference Data: 2015Weeks of Instruction: 4 (Fall 2015)Small Group Display: No
Term Rostered: Fall 2015–2016Term Tested: Fall 2015–2016District: NWEA Sample District 3 School: Three Sisters Elementary
Kotifani, Jenisha5th Grade Homeroom
(+/- Smp Err)Mean RIT Median RIT Std Dev
Class1 Norms Reference Data: Indicates which NWEA norming study your report data
draws upon. NWEA highly recommends using 2015 normative data.
3 Weeks of Instruction: Number of instructional weeks prior to testing, as set by your district administrator.
5 Small Group Display: Summary groups of fewer than ten students will not display unless you select this option while generating your report.
6 Mean RIT: The group’s average score for the content area in the given term.
7 Median RIT: The group’s middle score for the content area in the given term.
8 Standard Deviation: The variability of scores within this group. A larger standard deviation reflects a wider range of scores.
10 Sampling Error: An estimate of the amount of error in an aggregate statistic (commonly the mean) attributed to calculating the statistic on a population sample rather than the entire population. The larger the group, the lower the sampling error.
11 Goal Performance Area: The students’ performance in the goal strands tested in this subject. Data will display either by goal strand RIT ranges or descriptors if students took a Survey with Goals test.
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Annotation Key
Reading
MAP: Reading 2-5 Common Core 2010 V2/Common Core English Language Arts K-12: 2010
Norms Reference Data: 2015Weeks of Instruction: 4 (Fall 2015)Small Group Display: No
Term Rostered: Fall 2015–2016Term Tested: Fall 2015–2016District: NWEA Sample District 3 School: Three Sisters Elementary
Kotifani, Jenisha5th Grade Homeroom
Name (Student ID) Gr Test Date RIT (+/- Std Err)
Percentile (+/- Std Err)
Lexile® Range Test Duration A B C
Dugaw, Daytan N. (SW07001428) 5 09/14/15 178-181-184 4-5-8 158-308 75 m 163-177 175-187 187-197
Devany, Noni I. (F09000030) 5 09/14/15 184-188-192 8-12-18 288-438 20 m 185-196 185-195 177-189
Scruggs, Ambrose E. (F10000851) 5 09/14/15 194-197-200 22-28-35 452-602 42 m 191-202 191-203 192-204
Shalifoe, Dyanne E. (F10000849) 5 09/14/15 195-198-201 25-31-38 464-614 60 m 201-213 180-201 185-198
Haukebo-Bol, Zaiden N. (SF0600226) 5 09/14/15 195-198-201 25-31-38 457-607 53 m 187-199 196-207 192-204
Wolf, Tiphannie E. (F0800104) 5 09/14/15 198-201-204 31-38-36 513-663 25 m 189-201 194-206 201-214
Vosburg, Mary M. (F09000045) 5 09/14/15 202-205-208 41-48-56 587-737 72 m 198-210 211-224 187-200
Kucia, Javis S. (F0900167) 5 09/14/15 204-207-210 46-54-61 634-784 42 m 198-210 199-211 208-219
Valkier, Romeo Moises S. (F0900031) 5 09/14/15 208-211-214 56-63-71 697-847 57 m 210-221 205-216 200-212
Alhamzawi, Drew W. (SF0600225) 5 09/14/15 210-213-216 61-68-75 737-887 67 m 206-218 216-229 198-211
Dimalanta, Kaleigha S. (SF0600178) 5 09/14/15 217-220-223 77-82-88 858-1008 29 m 217-228 210-222 215-226
Goal Performance: A. LiteratureB. Informational TextC. Vocabulary Acquisition and Use
Class Report
Class9 Standard Error of Measurement: A precision estimate of an individual’s
achievement score. The smaller the standard error, the more precise the achievement estimate.
11 Goal Performance Area: The students’ performance in the goal strands tested in this subject. Data will display either by goal strand RIT ranges or descriptors if students took a Survey with Goals test.
13 RIT Range: A range of RIT scores defined by the student’s RIT score plus and minus one standard error of measurement. If the student took the test again relatively soon, you could expect his or her score to fall within this range about 68% of the time.
14 Percentile: The percentage of students in the NWEA national norm sample, for this grade and subject area, that this student’s score equaled or exceeded.
15 Lexile® Range: A score (displayed as a 150-point range) resulting from a regression analysis of the NWEA Reading RIT scale and the MetaMetrics® Lexile® scale. This range helps you identify level-appropriate reading material for individual students.
16 Goal Area of Relative Strength (Student): A goal area score appears in bold when the midpoint of the student’s goal area RIT range is three or more RIT points higher than the student’s overall RIT score.
17 Goal Area of Relative Weakness (Student): A goal area score appears in italics when the midpoint of the student’s goal area RIT range is three or more RIT points lower than the student’s overall RIT score.
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Annotation Key
SubjectOverall Score
<191 191–200 201–210 211–220 221+
Mathematics
D. E. Shalifoe (191)D. N. Dugaw (195)N. I. Devany (197)A. E. Scruggs (197)T. E. Wolf (200)
Z. N. Haukebo-Bol (210)M. M. Vosburg (210)
J. S. Kucia (215)D. W. Alhamzawi (216)R. Valkier (217) K. S. Dimalanta (224)
Reading D. N. Dugaw (181)N. I. Devany (188)
A. E. Scruggs (197)Z. N. Haukebo-Bol (198)D. E. Shalifoe (198)
T. E. Wolf (201)M. M. Vosburg (205)J. S. Kucia (207)
R. Valkier (211)D. W. Alhamzawi (213)K. S. Dimalanta (220)
Language Usage
D. N. Dugaw (201) Z. N. Haukebo-Bol (206)N. I. Devany (207)M. M. Vosburg (209)D. E. Shalifoe (209)A. E. Scruggs (210)
J. S. Kucia (211)T. E. Wolf (212) K. S. Dimalanta (213) R. Valkier (214)D. W. Alhamzawi (217)
Science
A. E. Scruggs (198)
J. S. Kucia (201)D. W. Alhamzawi (202)M. M. Vosburg (202)T. E. Wolf (204)D. N. Dugaw (206)N. I. Devany (207)
D. E. Shalifoe (214)K. S. Dimalanta (215)R. Valkier (216) Z. N. Haukebo-Bol (223)
Class Breakdown by RIT Report
District: NWEA Sample District 3Term Rostered: Fall 2015–2016Term Tested: Fall 2015–2016School: Three Sisters Elementary Instructor: Kotifani, JenishaClass: 5th Grade Homeroom
Modify Options
Select a subject in this report to view a Class Breakdown by Goal report.
The score in parentheses by the student’s name (i.e. Name (219)) represents their overall RIT score for this subject.
Class Breakdown by Create PDF ReportCreate a PDF version of this report RIT^
Legal 8½" × 14"^
Class Breakdown by RIT18 Overall Score: Students’ overall RIT scores for each subject appear in
parentheses following their names.
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Annotation Key
GoalGoal Score
<171 171–180 181–190 191–200 201–210 211–220 221 +
Literature
D. N. Dugaw (181)
N. I. Devany (188)
A. E. Scruggs (197)
Z. N. Haukebo-Bol (198)
T. E. Wolf (201)
D. E. Shalifoe (198)
M. M. Vosburg (205)
J. S. Kucia (207)
R. Valkier (211)
D. W. Alhamzawi (213) K. S. Dimalanta (220)
InformationalText
D. N. Dugaw (181)
N. I. Devany (188)
A. E. Scruggs (197)
D. E. Shalifoe (198)
T. E. Wolf (201)
Z. N. Haukebo-Bol (198)
J. S. Kucia (207)
M. M. Vosburg (205)
R. Valkier (211)
K. S. Dimalanta (220) D. W. Alhamzawi (213)
Vocabulary Acquisition
and Use
N. I. Devany (188)
D. N. Dugaw (181)
A. E. Scruggs (197)
Z. N. Haukebo-Bol (198)
D. E. Shalifoe (198)
M. M. Vosburg (205)
T. E. Wolf (201)
R. Valkier (211)
D. W. Alhamzawi (213) J. S. Kucia (207) K. S. Dimalanta (220)
MAP: Reading 2-5 Common Core 2010 V2/Common Core English Language Arts K-12: 2010
You may select the student’s name, RIT band, or the goal name to drill down to the Learning Continuum Class View to see learning statements for the data that was selected.
Subject Reading^
Class Breakdown by Create PDF ReportCreate a PDF version of this report ^
Legal 8½" × 14"^
District: NWEA Sample District 3Term Rostered: Fall 2015–2016Term Tested: Fall 2015–2016School: Three Sisters Elementary Instructor: Kotifani, JenishaClass: 5th Grade Homeroom
Modify Options
Class Breakdown by Goal Report
Goal
Class Breakdown by Goal19 Goal Score: Students’ scores for each goal area within a subject appear in
ten-point RIT bands.
20 Goal Strands Tested: Click a goal strand to access the Learning Continuum Class View for the entire class. Click a student name to access the Learning Continuum Class View for that student.
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Annotation Key
191-200
181-190
171-180
201-210
211-220
221-230
D. E. Shalifoe Overall: 198; Lexile Range: 464-614L; Goal Range: 201-213M. M. Vosburg Overall: 205; Lexile Range: 587-737L; Goal Range: 198-210J. S. Kucia Overall: 207; Lexile Range: 634-784L; Goal Range: 198-210
K. S. Dimalanta Overall: 220; Lexile Range: 858-1008L; Goal Range: 217-228
R. Valkier Overall: 211; Lexile Range: 697-847L; Goal Range: 210-221D. W. Alhamzawi Overall: 213; Lexile Range: 737-887L; Goal Range: 206-218
N. I. Devany Overall: 188; Lexile Range: 288-438L; Goal Range: 185-196A. E. Scruggs Overall: 197; Lexile Range: 452-602L; Goal Range: 191-202Z. N. Haukebo-Bol Overall: 198; Lexile Range: 457-607L; Goal Range: 187-199T. E. Wolf Overall: 201; Lexile Range: 513-663L; Goal Range: 189-201
D. N. Dugaw Overall: 181; Lexile Range: 158-308L; Goal Range: 163-177
No students
Literary Elements: Setting• Identifies setting• Draws conclusions about a setting based on a descriptionLiterary Elements: Setting• Identifies setting• Recognizes description of setting• Draws conclusions about a setting based on a descriptionLiterary Elements: Setting• Identifies setting• Recognizes description of setting• Draws conclusions about a setting based on a description• Identifies details that reveal aspects of settingLiterary Elements: Setting• Identifies setting• Recognizes description of setting• Compares or contrasts setting across literary works• Draws conclusions about a setting based on a description• Identifies details that reveal aspects of settingLiterary Elements: Setting• Identifies setting• Recognizes description of setting• Compares or contrasts setting across literary works• Analyzes how setting affects characters• Draws conclusions about a setting based on a description• Identifies details that reveal aspects of settingLiterary Elements: Setting• Compares or contrasts setting across literary works• Analyzes how setting affects characters• Draws conclusions about a setting based on a description• Analyzes how setting contributes to plot• Identifies details that reveal aspects of setting
MAP: Reading 2-5 Common Core 2010 V2
5th Grade Homeroom
Edit Display Options
LiteratureLiterature
Key Ideas and DetailsKey Ideas and Details
Learning Continuum - Class View
Learning Continuum Class View: Reading*
* Image has been modified to demonstrate functionality. Actual in-product screens will be slightly different. Learning statements in this example may differ slightly from in-product learning statements.
21 The Learning Continuum Class View: The Class View groups students by RIT score bands to show the skills and concepts they are ready to learn.
23 Learning Statements: Skills and concepts to reinforce, develop, and introduce with students.
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Annotation Key
191-200
181-190
171-180
161-170
201-210
211-220
Perimeter/Circumference • Determines perimeters of basic polygons with all sides labeled
Perimeter/Circumference• Determines perimeters of basic polygons with all sides labeled
Perimeter/Circumference• Solves real-world and mathematical problems involving perimeters of rectangles• Determines perimeters of basic polygons in which not all sides are labeled• Determines perimeters of basic polygons with all sides labeled
Perimeter/Circumference• Solves real-world and mathematical problems involving perimeters of rectangles• Determines perimeters of basic polygons in which not all sides are labeled• Determines side lengths given the perimeter of rectangles
Perimeter/Circumference• Solves real-world and mathematical problems involving perimeters of rectangles• Counts to find perimeters of complex figures• Describes the effect on perimeter when dimensions of a polygon are changed• Determines perimeters of basic polygons in which not all sides are labeled• Determines side lengths given the perimeter of rectangles
J.A. Cambridge Overall: 183; Goal Range: 163-177
No students
No students
J.L. Russell Overall: 198; Goal Range: 201-213L.E. Kong Overall: 205; Goal Range: 198-210J.B. Ramirez Overall: 208; Goal Range: 198-210
R.N. Sandoval Overall: 212; Goal Range: 210-221M.G. Moyer Overall: 213; Goal Range: 206-218
E.H. Orton Overall: 189; Goal Range: 185-196L.L. Wojnarowski Overall: 195; Goal Range: 191-202A.H. Frisino Overall: 198; Goal Range: 187-199D.H. Engles Overall: 200; Goal Range: 189-201
MAP: Math 2-5 Common Core 2010 V2
4th Grade Homeroom
Edit Display Options
Learning Continuum - Class View
Measurement and DataMeasurement and Data
Geometric Measurement and Problem SolvingGeometric Measurement and Problem Solving
Learning Continuum Class View: Mathematics*
21 The Learning Continuum Class View: The Class View groups students by RIT score bands to show the skills and concepts they are ready to learn.
23 Learning Statements: Skills and concepts to reinforce, develop, and introduce with students.
* Image has been modified to demonstrate functionality. Actual in-product screens will be slightly different. Learning statements in this example may differ slightly from in-product learning statements.
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Annotation Key
Time• Reads analog clocks to the nearest half hour • Reads analog clocks to the nearest hour
Time• Reads analog clocks to the nearest five minutes• Reads analog clocks to the nearest half hour • Reads analog clocks to the nearest minute • Solves elapsed-time word problems across either minutes or hours • Understands time interval concepts: quarter to, half past, etc. • Completes simple conversions of units of time
Time• Reads analog clocks to the nearest five minutes • Reads analog clocks to the nearest half hour • Reads analog clocks to the nearest minute • Solves elapsed-time word problems across either minutes or hours • Understands A.M. and P.M. • Understands time interval concepts: quarter to, half past, etc.• Completes complex conversions of more than two units of time• Completes simple conversions of units of time• Determines elapsed time across either minutes or hours using clocks
161-170 171-180 181-190Reinforce skills & concepts Develop skills & concepts Introduce skills & concepts
Measurement and DataMeasurement and Data
Geometric Measurement and Problem SolvingGeometric Measurement and Problem Solving
Area• Determines areas of figures composed of whole unit squares
Area• Determines areas of figures composed of whole unit squares
Area• Determines areas of figures composed of whole unit squares
Edit Display Options
111-120 121-130 131-140 141-150 151-160 161-170 171-180 181-190 191-200 201-210 211-220
MAP: Math 2-5 Common Core 2010 V2
Learning Continuum - Test View
Learning Continuum Test View: Mathematics*
22 The Learning Continuum Test View: The Test View shows skills and concepts to reinforce, develop, and introduce with students based on their RIT score for each goal and sub-goal area.
23 Learning Statements: Skills and concepts to reinforce, develop, and introduce with students.
* Image has been modified to demonstrate functionality. Actual in-product screens will be slightly different. Learning statements in this example may differ slightly from in-product learning statements.
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Annotation Key
Time• Reads analog clocks to the nearest five minutes • Reads analog clocks to the nearest minute • Solves elapsed-time word problems across both minutes and hours • Solves elapsed-time word problems across either minutes or hours • Understands time interval concepts: quarter to, half past, etc. • Completes complex conversions of more than two units of time• Completes simple conversions of units of time• Determines elapsed time across both minutes or hours using clocks • Determines elapsed time across either minutes or hours using clocks
Time• Reads analog clocks to the nearest five minutes• Reads analog clocks to the nearest minute • Solves elapsed-time word problems across both minutes or hours • Solves elapsed-time word problems across either minutes and hours• Solves multi-step time word problems involving conversion across seconds, minutes, hours, etc.• Understands time interval concepts: quarter to, half past, etc.• Completes complex conversions of more than two units of time• Completes simple conversions of units of time• Determines elapsed time across both minutes or hours using clocks • Determines elapsed time across either minutes or hours using clocks
Time• Solves elapsed-time word problems across both minutes and hours • Solves elapsed-time word problems across either minutes or hours • Solves multi-step time word problems involving conversion across seconds, minutes, hours, etc.• Completes complex conversions of more than two units of time• Completes simple conversions of units of time• Determines elapsed time across both minutes and hours using clocks
Learning Continuum - Test View
191-200 201-210 211-220Reinforce skills & concepts Develop skills & concepts Introduce skills & concepts
Measurement and DataMeasurement and Data
Geometric Measurement and Problem SolvingGeometric Measurement and Problem Solving
Area• Determines areas of figures composed of whole unit squares• Determines areas of rectangles with whole number sides, given the formula• Estimates area of figures using square units
Area• Solves real-world and mathematical problems involving areas of rectangles• Understands the concept of area• Determines areas of figures composed of whole and partial unit squares• Determines areas of rectangles with whole number sides, given the formula• Determines areas of rectangles with whole-number sides• Estimates areas of figures using square units
Area• Solves real-world and mathematical problems involving areas of rectangles• Understands the concept of area• Determines areas of figures composed of whole and partial unit squares• Determines areas of rectangles with whole number sides, given the formula• Determines areas of rectangles with whole-number sides
Edit Display Options
111-120 121-130 131-140 141-150 151-160 161-170 171-180 181-190 191-200 201-210 211-220
MAP: Math 2-5 Common Core 2010 V2
Learning Continuum Test View: Mathematics*
22 The Learning Continuum Test View: The Test View shows skills and concepts to reinforce, develop, and introduce with students based on their RIT score for each goal and sub-goal area.
23 Learning Statements: Skills and concepts to reinforce, develop, and introduce with students.
* Image has been modified to demonstrate functionality. Actual in-product screens will be slightly different. Learning statements in this example may differ slightly from in-product learning statements.
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Learning Continuum - Test View
Grouping Options
Standards FiltersGrade Level Standards
Edit Display Options
MAP: Math 6+ Common Core 2010 V2
Grade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7
Grade 8High School - AlgebraHigh School - FunctionsHigh School - GeometryHigh School - Number and QuantityHigh School - Statistics and ProbabilityKindergarten
Group by StandardGroup by TopicNo Grouping
Learning Continuum Test View: Mathematics*Standards Filters 22 The Learning Continuum Test View: The Test View shows skills and concepts
to reinforce, develop, and introduce with students based on their RIT score for each goal and sub-goal area.
* Image has been modified to demonstrate functionality. Actual in-product screens will be slightly different.
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• Solves for a missing value in a proportion• Solves two-step linear equations with negative rational numbers• Solves two-step linear equations with positive rational numbers• Solves two-step linear inequalities
• Solves a system of linear equations graphically• Writes and solves a system of linear equations involving a real-world or mathematical context
• Solves for a missing value in a proportion• Solves multi-step linear equations with positive and negative rational numbers• Solves two-step linear equations with negative rational numbers• Solves two-step linear equations with positive rational numbers• Solves two-step linear inequalities
• Solves a system of linear equations algebraically• Solves a system of linear equations graphically• Writes and solves a system of linear equations involving a real-world or mathematical context
• Solves a system of linear equations algebraically• Solves a system of linear equations graphically• Writes and solves a system of linear equations involving a real-world or mathematical context
• Represents the solutions of a compound linear inequality on a number line• Represents the solutions of a two-step linear inequality on a number line• Solves multi-step linear equations with positive and negative rational numbers• Solves multi-step linear inequalities• Solves two-step linear equations with negative rational numbers • Solves two-step linear equations with positive rational numbers• Solves two-step linear inequalities
A-REI.3: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
Learning Continuum - Test View
221-230 231-240 241-250 Reinforce skills & concepts Develop skills & concepts Introduce skills & concepts
Operations and Algebraic Thinking Operations and Algebraic Thinking
Expressions and EquationsExpressions and Equations
Edit Display Options
181-190 191-200 201-210 211-220 221-230 231-240 241-250 251-260 261-270 271-280 281-290
MAP: Math 6+ Common Core 2010 V2
A-REI.6: Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
Learning Continuum Test View: Mathematics*Standards Filters 22 The Learning Continuum Test View: The Test View shows skills and concepts
to reinforce, develop, and introduce with students based on their RIT score for each goal and sub-goal area.
23 Learning Statements: Skills and concepts to reinforce, develop, and introduce with students.
* Image has been modified to demonstrate functionality. Actual in-product screens will be slightly different. Learning statements in this example may differ slightly from in-product learning statements.
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State Test Name: CSAP
SubjectProjected Proficiency Catagory
Partially Profi cient Profi cient Advanced
Mathematics
D. E. Shalifoe (191)D. N. Dugaw (195)N. I. Devany (197)A. E. Scruggs (197)T. E. Wolf (200)
Z. N. Haukebo-Bol (210)M. M. Vosburg (210)J. S. Kucia (215)D. W. Alhamzawi (216)R. Valkier (217) K. S. Dimalanta (224)
Reading
D. N. Dugaw (181)N. I. Devany (188)A. E. Scruggs (197)Z. N. Haukebo-Bol (198)D. E. Shalifoe (198)
T. E. Wolf (201)M. M. Vosburg (205)J. S. Kucia (207)R. Valkier (211)D. W. Alhamzawi (213) K. S. Dimalanta (220)
Class Breakdown by Projected Profi ciency Report
District: NWEA Sample District 3Term Rostered: Fall 2015–2016Term Tested: Fall 2015–2016School: Three Sisters Elementary Instructor: Kotifani, JenishaClass: 5th Grade Homeroom
Modify Options
Projected Profi ciency^
Class Breakdown by Create PDF ReportCreate a PDF version of this report Legal 8½" × 14"^
Class Breakdown by Projected Proficiency24 Projected Proficiency Category: Students are grouped in predicted
proficiency categories based on NWEA linking studies that align the MAP RIT scale to state assessments.
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Achievement Status Growth
Fall 2015 Winter 2016 Student Comparative
NameFA15Grade
FA15Date
RIT Range(+/- SEM)
PercentileRange(+/- SE)
RIT Range(+/- SEM)
PercentileRange(+/- SE)
Projected RIT
Projected Growth
Observed Growth
Observed Growth SE
Growth Index
Met Projected Growth
Conditional Growth Index
Conditional Growth
Percentile
Alhamzawi, Drew W. 5 09/14/15 214-217-220 73-79-85 220 3
Devany, Noni I. 5 09/14/15 204-207-210 45-54-62 211 4
Dimalanta, Kaleigha S. 5 09/14/15 210-213-216 62-70-77 216 3
Dugaw, Daytan N. 5 09/14/15 198-201-204 29-37-45 206 5
Haukebo-Bol, Zaiden N. 5 09/14/15 203-206-209 43-51-60 210 4
Kucia, Javis S. 5 09/14/15 208-211-214 57-65-73 214 3
Scruggs, Ambrose E. 5 09/14/15 207-210-213 54-62-70 214 4
Shalifoe, Dyanne E. 5 09/14/15 206-209-212 51-60-68 213 4
Valkier, Romeo Moises S. 5 09/14/15 211-214-217 65-73-79 217 3
Vosburg, Mary M. 5 09/14/15 206-209-212 51-60-68 213 4
Wolf, Tiphannie E. 5 09/14/15 209-212-215 60-68-75 215 3
Count of Students with Growth Projection Available and Valid Beginning and Ending Term Scores
Count of Students Who Met or Exceeded Their Projected RIT
Language Usage
Summary for: Language Usage
Norms Reference Data: 2015Growth Comparison Period: Fall 2015 – W inter 2016Weeks of Instruction: Start – 4 (Fall 2015) End – 20 (Winter 2016)Optional Grouping: NoneSmall Group Display: No
Term Tested: Fall 2015–2016Term Rostered: Fall 2015–2016District: NWEA Sample District 3 School: Three Sisters Elementary
Kotifani, Jenisha5th Grade Homeroom
Median Conditional Growth Percentile
Achievement Status and Growth Projection Report
Percentage of Students Who Met or Exceeded Their Projected RIT
Percent of Projected Growth Met
Achievement Status and Growth Projection1 Norms Reference Data: Indicates which NWEA norming study your report data
draws upon. NWEA highly recommends using 2015 normative data.
2 Growth Comparison Period: The two terms for which you wish to receive student growth data.
3 Weeks of Instruction: Number of instructional weeks prior to testing, as set by your district administrator.
4 Optional Grouping: You may choose to disaggregate results by gender or ethnicity and, in certain cases, by special program.
5 Small Group Display: Summary groups of fewer than ten students will not display unless you select this option while generating your report.
13 RIT Range: A range of RIT scores defined by the student’s RIT score plus and minus one standard error of measurement. If the student took the test again relatively soon, you could expect his or her score to fall within this range about 68% of the time.
14 Percentile: The percentage of students in the NWEA national norm sample, for this grade and subject area, that this student’s score equaled or exceeded.
25 Projected RIT or RIT Projection: The student’s predicted score, based on national growth norms. Projections take into account the student’s initial score, grade level, and time between tests.
26 Projected Growth or Growth Projection: The amount the student’s RIT score is predicted to change, based on student growth norms. The student’s initial score plus projected growth equals projected RIT. The Student Growth Summary Report shows grade-level growth projections, which are based on school growth norms.
Annotation Key
12
3
45
25 2613 14
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Achievement Status Growth
Fall 2015 Winter 2016 Student Comparative
NameW16
GradeW16Date
RIT Range(+/- SEM)
PercentileRange RIT Range
(+/- SEM)
PercentileRange Projected
RITProjected Growth
Observed Growth
Observed Growth SE
Growth Index
Met Projected Growth
Conditional Growth Index
Conditional Growth
Percentile
Alhamzawi, Drew W. 5 01/06/16 214-217-220 73-79-85 221-224-227 87-91-94 220 3 7 4.3 4 Yes
Devany, Noni I. 5 01/06/16 204-207-210 45-54-62 212-215-218 57-66-73 211 4 8 4.2 4 Yes
Dimalanta, Kaleigha S. 5 01/06/16 210-213-216 62-70-77 214-217-220 63-71-78 216 3 4 4.2 1 Yes ‡
Dugaw, Daytan N. 5 01/06/16 198-201-204 29-37-45 204-207-210 33-42-51 206 5 6 4.2 1 Yes ‡
Haukebo-Bol, Zaiden N. 5 01/06/16 203-206-209 43-51-60 210-213-216 51-60-68 210 4 7 4.4 3 Yes ‡
Kucia, Javis S. 5 01/06/16 208-211-214 57-65-73 211-214-217 54-63-71 214 3 3 4.3 0 Yes ‡
Scruggs, Ambrose E. 5 01/06/16 207-210-213 54-62-70 209-212-215 48-57-66 214 4 2 4.3 -2 No ‡
Shalifoe, Dyanne E. 5 01/06/16 206-209-212 51-60-68 214-217-220 73-79-85 213 4 8 4.4 4 Yes
Valkier, Romeo Moises S. 5 01/06/16 211-214-217 65-73-79 217-220-223 71-78-84 217 3 6 4.7 3 Yes ‡
‡Vosburg, Mary M. 5 01/06/16 206-209-212 51-60-68 206-210-214* 39-51-63* 213 4 1 5.7 -3 No
Wolf, Tiphannie E. 5 01/06/16 209-212-215 60-68-75 212-215-218 57-66-73 215 3 3 4.5 0 Yes ‡
81.8%
137.5%
Count of Students with Growth Projection Available and Valid Beginning and Ending Term Scores 11
Count of Students Who Met or Exceeded Their Projected RIT 9
61
Language Usage
Kotifani, Jenisha5th Grade Homeroom
Explanatory Notes† SE on Observed Growth is greater than normal. Use metric with caution. ‡ Indicates that projected growth falls within standard error of observed growth.
* SE or SEM is greater than normal. Use metric with caution.
Norms Reference Data: 2015Growth Comparison Period: Fall 2015 – W inter 2016Weeks of Instruction: Start – 4 (Fall 2015) End – 20 (Winter 2016)Optional Grouping: NoneSmall Group Display: No
Term Tested: Winter 2015–2016Term Rostered: Winter 2015–2016District: NWEA Sample District 3 School: Three Sisters Elementary
Median Conditional Growth Percentile
Achievement Status and Growth Summary Report
†
(+/- SE) (+/- SE)
Summary for: Language Usage Percentage of Students Who Met or Exceeded Their Projected RIT
Percent of Projected Growth Met
Achievement Status and Growth Summary25 Projected RIT or RIT Projection: The student’s predicted score, based on
national growth norms. Projections take into account the student’s initial score, grade level, and time between tests.
26 Projected Growth or Growth Projection: The amount the student’s RIT score is predicted to change, based on student growth norms. The student’s initial score plus projected growth equals projected RIT. The Student Growth Summary Report shows grade-level growth projections, which are based on school growth norms.
27 Observed Growth or RIT Growth: The student’s RIT point growth during the growth comparison period. On the Student Growth Summary Report, the second term Mean RIT minus the first term Mean RIT is the Observed Growth.
28 Observed Growth Standard Error: Amount of measurement error associated with term-to-term growth. If the student could be tested again over the same period with comparable tests, there would be about a 68% chance that growth would fall within a range defined by the term-to-term growth plus or minus the standard error.
29 Growth Index: The difference between observed and projected growth. A zero indicates the student met projection exactly. Do not use this index to compare performance between students. Use the Conditional Growth Index (see 31, below) instead.
30 Met Projected Growth: Indicates Yes if the student’s term-to-term growth equaled or exceeded the growth projection or No if growth was less than projected. A ‡ means that the student’s projected growth fell within one standard error of the student’s observed growth.
31 Conditional Growth Index: This index allows for growth comparisons between students. It incorporates conditions that affect growth, including weeks of instruc-tion prior to testing and students’ starting RIT scores. A value of zero corresponds to mean growth, indicating growth matched projection.
32 Conditional Growth Percentile: The Conditional Growth Index translated into national percentile rankings for growth.
33 Percentage of Students Who Met or Exceeded Their Projected RIT/Growth: On the Achievement Status and Growth Summary Report, the percentage of students with second-term RIT scores that met or exceeded their individual growth projections. On the Student Growth Summary Report, the percentage of students with second-term RIT scores that met or exceeded their grade’s growth projection.
34 Percent of Projected Growth Met: The total student growth divided by the total projected RITs, expressed as a percentage. Performance of 100% is considered average, meaning the overall student growth equaled the projections. Use in conjunction with 33, above.
36 Count Met Projected RIT/Growth: On the Achievement Status and Growth Summary Report, the number of students with second-term RIT scores that met or exceeded their individual growth projections. On the Student Growth Summary Report, the number of students with second-term RIT scores that met or exceeded their grade’s growth projection.
37 Median Conditional Growth Percentile: The middle of this student group’s conditional growth percentiles.
25 26 27 28 29 30 31 32
33
34
36
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0
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60
50
40
30
20
10
0
100
90
80
70
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010 20 30 40 50 60 70 80 90 100
[+] Low Achievement / Low Growth [+] High Achievement / Low Growth
[+] Low Achievement / High Growth [+] High Achievement / High GrowthShow student names
Show quadrant colors
Mathematics
Reading
Language Usage
Subjects shown
Male
Female
Genders shown
[District-Defined]
[District-Defined]
[District-Defined]
Ethnicities shown
Achievement Percentile 50
Subject
Point shape by:
Gender
Ethnicity
ConditionalGrowthPercentile50
Dugaw, DaytanSW07001428
Language UsageAchievement percentileConditional growth percentileProjected growthObserved growthObserved growth SEConditional growth index
426156
4.20.3
Daytan D
Zaiden HRomeo V
Drew ANoni D Dyanne S
Kaleigha D
Mary V
Tiphannie WJavis K
Ambrose S
Kotifani, Jenisha5th Grade Homeroom
Norms Reference Data: 2015Growth Comparison Period: Fall 2015 – W inter 2016Weeks of Instruction: Start – 4 (Fall 2015)
End – 20 (Winter 2016)
Term Tested: Winter 2015–2016Term Rostered: Winter 2015–2016District: NWEA Sample District 3 School: Three Sisters Elementary
Small Group Display: NoEdit Report Criteria
Achievement Status and Growth Summary with Quadrant Chart
Achievement Status and Growth Summary with Quadrant Chart4 Optional Grouping: You may choose to disaggregate results by gender or
ethnicity and, in certain cases, by special program.
14 Percentile: The percentage of students in the NWEA national norm sample, for this grade and subject area, that this student’s score equaled or exceeded.
32 Conditional Growth Percentile: The Conditional Growth Index translated into national percentile rankings for growth.
32
14
4
4
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Annotation Key
212
FA15
Mathematics (MAP: Math 6+ Common Core 2010 V2)
Overall RIT Score
Goal PerformanceReal and Complex Number Systems Algebraic Thinking Statistics and Probability Geometry
Overall RIT Score
Goal PerformanceLiterature Informational Text Vocabulary Acquisition and Use Lexile® Range
Student Action Plan:
Student Action Plan:
220
210
212
FA15
217
Projected RIT My Goal RIT Growth
Reading (MAP: Reading 6+ Common Core 2010)
217
Projected RIT My Goal RIT Growth
220
211–225212–226198–211201–215
217
210–222203–215218–230807–957L
FA15230
210
220217
FA15
Student Goal Setting WorksheetCarter, JasmineStudent ID: 889905
Norms Reference Data: 2015Growth Comparison Period: Fall 2015–Spring 2016Weeks of Instruction: Start – 4 (Fall 2015)
End – 32 (Spring 2016)
Term Tested: Fall 2015–2016District: NWEA Sample District 3 School: St. Helens Middle School
Student Goal Setting Worksheet1 Norms Reference Data: Indicates which NWEA norming study your report data
draws upon. NWEA highly recommends using 2015 normative data.
2 Growth Comparison Period: The two terms for which you wish to receive student growth data.
3 Weeks of Instruction: Number of instructional weeks prior to testing, as set by your district administrator.
12 RIT Score: A student’s overall scale score on the test.
15 Lexile® Range: A score (displayed as a 150-point range) resulting from a regression analysis of the NWEA Reading RIT scale and the MetaMetrics® Lexile® scale. This range helps you identify level-appropriate reading material for individual students.
16 Goal Area of Relative Strength (Student): A goal area score appears in bold when the midpoint of the student’s goal area RIT range is three or more RIT points higher than the student’s overall RIT score.
17 Goal Area of Relative Weakness (Student): A goal area score appears in italics when the midpoint of the student’s goal area RIT range is three or more RIT points lower than the student’s overall RIT score.
25 Projected RIT or RIT Projection: The student’s predicted score, based on national growth norms. Projections take into account the student’s initial score, grade level, and time between tests.
12
3
12
15
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Student Progress ReportNorms Reference Data: 2015Growth Comparison Period: Fall to Fall
Term Rostered: Fall 2015–2016
District: NWEA Sample District 3 School: Mt. Bachelor Middle School
McRay, MarcusStudent ID: 100023123
Mathematics
Reading
Mathematics Goals Performance - Fall 2015-2016Real and Complex Number Systems 224-238Geometry
FA14 WI15 SP15 SU15 FA15 WI16 SP16 SU16 FA16
226-241Statistics and Probability 194-211Algebraic Thinking 217-231
Term/Year Grade
RIT(+/- Std Err)
RIT Growth
Growth Projection
Percentile Range
FA15 9 219-222-225 -3 4 28-34-4034-40-4641-48-5441-47-5427-33-3941-48-5541-49-5626-32-3933-40-4828-34-4143-51-5928-36-4347-56-6527-34-4355-63-72
23-29-3620-26-3239-47-5425-31-3931-38-4645-53-6120-26-3325-32-3919-25-3212-16-2217-23-3034-42-4912-16-2223-29-36
SP15 8 223-226-229 WI15 8 225-228-231 FA14 8 222-225-228 3 6SP14 7 218-221-223 FA13 7 219-222-225 8 7SP13 6 222-225-228 WI13 6 212-215-218 FA12 6 212-214-217 2 6SP12 5 212-215-218 FA11 5 209-212-215 8 10SP11 4 205-208-211 FA10 4 201-204-207 9 11WI10 3 190-193-196 FA09 3 192-195-198
Reading Goals Performance - Fall 2015-2016
Literature 207-219Vocabulary Acquisition and Use 210-222 Lexile® Range 699-849L
Informational Text 199-210
Term/Year Grade
RIT(+/- Std Err)
RIT Growth
Growth Projection
FA15 9 208-211-214 -5 3SP15 8 206-210-213 FA14 8 212-216-219 6 4SP14 7 208-211-214 FA13 7 207-210-213 6 5SP13 6 213-217-220 WI13 6 201-205-208 FA12 6 201-204-207 13 6SP12 5 199-202-205 FA11 5 188-191-195 -4 7SP11 4 191-195-198 FA10 4 192-195-198 14 10WI10 3 180-183-186 FA09 3 179-181-184
FA14 WI15 SP15 SU15 FA15 WI16 SP16 SU16 FA16
230
220
210
200
Student Progress1 Norms Reference Data: Indicates which NWEA norming study your report data
draws upon. NWEA highly recommends using 2015 normative data.
2 Growth Comparison Period: The two terms for which you wish to receive student growth data.
11 Goal Performance Area: The students’ performance in the goal strands tested in this subject. Data will display either by goal strand RIT ranges or descriptors if students took a Survey with Goals test.
14 Percentile: The percentage of students in the NWEA national norm sample, for this grade and subject area, that this student’s score equaled or exceeded.
15 Lexile® Range: A score (displayed as a 150-point range) resulting from a regression analysis of the NWEA Reading RIT scale and the MetaMetrics® Lexile® scale. This range helps you identify level-appropriate reading material for individual students.
26 Projected Growth or Growth Projection: The amount the student’s RIT score is predicted to change, based on student growth norms. The student’s initial score plus projected growth equals projected RIT. The Student Growth Summary Report shows grade-level growth projections, which are based on school growth norms.
27 Observed Growth or RIT Growth: The student’s RIT point growth during the growth comparison period. On the Student Growth Summary Report, the second term Mean RIT minus the first term Mean RIT is the Observed Growth.
1
2
11
14
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Annotation Key
Math Survey w/ Goals 6+ Common Core 2010 V2 Goal Performance
Real and Complex Number Systems Algebraic Thinking Statistics and
Probability Geometry
Term GradeStudentCount
MeanRIT
StdDev Median Mean Std Dev Mean Std Dev Mean Std Dev Mean Std Dev
Fall 2014-2015 6 103 212.1 13.4 212 209.7 17.7 209.0 15.5 215.8 14.9 212.5 15.0
Fall 2014-2015 7 177 217.7 14.5 217 218.1 18.3 214.5 15.7 220.9 16.6 217.4 14.9
Spring 2013-2014 7 151 218.6 14.7 219 220.7 17.4 218.8 16.5 215.4 17.4 219.5 15.6
Fall 2013-2014 7 147 213.4 12.9 214 213.8 16.0 214.8 14.2 213.2 15.5 211.8 14.1
Fall 2014-2015 8 83 224.9 16.4 225 224.7 20.2 226.5 17.1 223.7 17.0 224.7 17.9
Spring 2013-2014 8 99 226.9 14.0 226 228.3 16.3 221.8 15.0 230.0 16.4 229.7 14.8
Fall 2013-2014 8 93 221.1 14.5 220 220.3 18.1 217.9 14.5 223.2 16.5 219.5 15.7
Fall 2014-2015 9 20 232.7 11.2 235 230.9 14.1 228.4 9.9 236.2 12.1 232.5 14.1
Mathematics
Mt. Bachelor Middle School
Explanatory Notes
District Summary ReportAggregate by School Term: Fall 2014–2015
District: NWEA Sample District 3 Grouping: NoneSmall Group Display: No
A goal mean shown with bold italic represents performance that might be an area of concern. A goal mean shown with bold underline represents an area of relatively strong performance.
District Summary Aggregate by School 4 Optional Grouping: You may choose to disaggregate results by gender or
ethnicity and, in certain cases, by special program.
6 Mean RIT: The group’s average score for the content area in the given term.
7 Median RIT: The group’s middle score for the content area in the given term.
8 Standard Deviation: The variability of scores within this group. A larger standard deviation reflects a wider range of scores.
4
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Annotation Key
Math Survey w/ Goals 6+ Common Core 2010 V2 Goal Performance
Real and Complex Number Systems Algebraic Thinking Statistics and
Probability Geometry
Term GradeStudentCount
MeanRIT
StdDev Median Mean Std Dev Mean Std Dev Mean Std Dev Mean Std Dev
Fall 2014-2015 2 137 179.4 11.3 180 176.9 14.1 177.2 13.9 180.5 13.0 183.0 12.6
Fall 2014-2015 3 148 188.8 11.8 189 189.3 14.6 184.6 13.3 191.6 14.8 189.7 13.8
Spring 2013-2014 3 135 186.7 11.4 185 190.3 14.2 185.7 13.0 181.2 13.8 189.6 13.3
Fall 2013-2014 3 124 173.8 10.6 172 173.9 13.0 172.6 14.7 177.5 12.1 171.2 13.5
Spring 2013-2014 6 119 212.8 14.5 213 212.2 17.6 212.4 15.9 212.8 18.1 213.8 16.0
Fall 2013-2014 6 110 205.3 13.2 206 205.2 15.5 202.7 15.9 206.5 14.9 206.8 15.7
Aggregate by District Term: Fall 2014–2015District: NWEA Sample District 3 Grouping: NoneSmall Group Display: No
Mathematics
Explanatory Notes
A goal mean shown with bold italic represents performance that might be an area of concern. A goal mean shown with bold underline represents an area of relatively strong performance.
District Summary Report
District SummaryAggregate by District 5 Small Group Display: Summary groups of fewer than ten students will not
display unless you select this option while generating your report.
6 Mean RIT: The group’s average score for the content area in the given term.
7 Median RIT: The group’s middle score for the content area in the given term.
8 Standard Deviation: The variability of scores within this group. A larger standard deviation reflects a wider range of scores.
5
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Annotation Key
Std Dev
Mean RIT(+/- Smp Err)
16229-233-237
16.5
16.9
21.2
15.3
227-231-236
232-236-240
227-232-238
229-233-237
Lo%ile < 21
LoAvg%ile 21-40
Avg%ile 41-60
HiAvg%ile 61-80
Hi%ile > 80
Overall Performance count % count % count % count % count %
MAP: Math 6+ Common Core 2010 V2/Common Core Mathematics K-12: 2010 1 6% 3 19% 5 31% 2 13% 5 31%
Goal AreaReal and Complex Number Systems
1 6% 4 25% 5 31% 1 6% 5 31%
Algebraic Thinking3 19% 2 13% 3 19% 3 19% 5 31%
Statistics and Probability1 6% 1 6% 5 31% 4 25% 5 31%
Geometry1 6% 4 25% 2 13% 4 25% 5 31%
Mathematics
Grade ReportNorms Reference Data: 2015Weeks of Instruction: 4 (Fall 2015)Grouping: NoneSmall Group Display: No
Term: Fall 2015–2016District: NWEA Sample District 3School: Mt. Bachelor Middle School
Grade 7
MAP: Math 6+ Common Core 2010 V2/Common Core Mathematics K-12: 2010
Summary
Total Students with Valid Growth Test Scores 16
Mean RIT 232.9
Standard Deviation 16
District Grade Level Mean RIT 230
Students At or Above District Grade Level Mean RIT 7
Norm Grade Level Mean RIT 222.6
Students At or Above Norm Grade Level Mean RIT 10
Grade1 Norms Reference Data: Indicates which NWEA norming study your report data
draws upon. NWEA highly recommends using 2015 normative data.
3 Weeks of Instruction: Number of instructional weeks prior to testing, as set by your district administrator.
4 Optional Grouping: You may choose to disaggregate results by gender or ethnicity and, in certain cases, by special program.
5 Small Group Display: Summary groups of fewer than ten students will not display unless you select this option while generating your report.
6 Mean RIT: The group’s average score for the content area in the given term.
8 Standard Deviation: The variability of scores within this group. A larger standard deviation reflects a wider range of scores.
10 Sampling Error: An estimate of the amount of error in an aggregate statistic (commonly the mean) attributed to calculating the statistic on a population sample rather than the entire population. The larger the group, the lower the sampling error.
11 Goal Performance Area: The students’ performance in the goal strands tested in this subject. Data will display either by goal strand RIT ranges or descriptors if students took a Survey with Goals test.
13
4
5
6
8
10
11
6
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Annotation Key
Achievement Status Growth
Fall 2014 Spring 2015 Grade Level Comparative
Grade(Spring 2015) Count
MeanRIT SD Percentile Count
MeanRIT SD Percentile
GrowthCount
ObservedGrowth
ObservedGrowth SE
ProjectedGrowth
Count Met
Projected Growth
PercentMet
Projected Growth
SchoolConditional
GrowthIndex
SchoolConditional
Growth Percentile
6 116
132
101
213.1
220.7
221.7
10.7
11.6
11.2
63
83
72
116
132
101
217.1
224.8
227.6
12.9
10.5
11.4
58
84
84
116
132
101
4.0
4.1
5.9
1.6
1.4
1.6
4.7
3.6
2.6
73
85
73
63
64
72
-0.37
0.28
1.46
35
61
93
7
8
Student Growth Summary ReportNorms Reference Data: 2015 SchoolGrowth Comparison Period: Fall 2014 – Spring 2015Weeks of Instruction: Start – 4 (Fall 2014) End – 32 (Spring 2015)Grouping: NoneSmall Group Display: No
Term: Spring 2014–2015District: NWEA Sample District 3
Aggregate by School
Mt. Bachelor Middle School
Reading
Grade
RIT
Gro
wth
Reading
4.0
4.5
5.0
5.5
6.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
6 7 8
Mean of Growth
Mean of Growth Projection
Student Growth Summary1 Norms Reference Data: Indicates which NWEA norming study your report data
draws upon. NWEA highly recommends using 2015 normative data.
2 Growth Comparison Period: The two terms for which you wish to receive student growth data.
3 Weeks of Instruction: Number of instructional weeks prior to testing, as set by your district administrator.
4 Optional Grouping: You may choose to disaggregate results by gender or ethnicity and, in certain cases, by special program.
5 Small Group Display: Summary groups of fewer than ten students will not display unless you select this option while generating your report.
6 Mean RIT: The group’s average score for the content area in the given term.
26 Projected Growth or Growth Projection: The amount the student’s RIT score is predicted to change, based on student growth norms. The student’s initial score plus projected growth equals projected RIT. The Student Growth Summary Report shows grade-level growth projections, which are based on school growth norms.
27 Observed Growth or RIT Growth: The student’s RIT point growth during the growth comparison period. On the Student Growth Summary Report, the second term Mean RIT minus the first term Mean RIT is the Observed Growth.
28 Observed Growth Standard Error: Amount of measurement error associated with term-to-term growth. If the student could be tested again over the same period with comparable tests, there would be about a 68% chance that growth would fall within a range defined by the term-to-term growth plus or minus the standard error.
33 Percentage of Students Who Met or Exceeded Their Projected RIT/Growth: On the Achievement Status and Growth Summary Report, the percentage of students with second-term RIT scores that met or exceeded their individual growth projections. On the Student Growth Summary Report, the percentage of students with second-term RIT scores that met or exceeded their grade’s growth projection.
35 Growth Count: Number of students with valid test events for both terms.
36 Count Met Projected RIT/Growth: On the Achievement Status and Growth Summary Report, the number of students with second-term RIT scores that met or exceeded their individual growth projections. On the Student Growth Summary Report, the number of students with second-term RIT scores that met or exceeded their grade’s growth projection.
38 School Conditional Growth Index: This index allows for growth comparisons between grades or schools. It incorporates conditions that affect school growth, including weeks of instruction prior to testing and starting grade-level mean RIT scores. A value of zero corresponds to mean growth, indicating growth matched projection.
39 School Conditional Growth Percentile: The School Conditional Growth Index translated into national percentile rankings for growth.
12
3
4
5
66 2627 28 3335 36 38 39
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Annotation Key
Grade Student Count
Unsatisfactory Partially Profi cient Profi cient Advanced
Count Percent Count Percent Count Percent Count Percent
2 156 32 20.5% 22 14.1% 67 42.9% 35 22.4%
3 148 12 8.1% 50 33.8% 56 37.8% 30 20.3%
6 103 18 17.5% 42 40.8% 31 30.1% 12 11.7%
7 177 42 23.7% 69 39.0% 57 32.2% 9 5.1%
8 83 27 32.5% 27 32.5% 18 21.7% 11 13.3%
9 23 7 30.4% 11 47.8% 5 21.7% 0 0.0%
10 4 3 75.0% 1 25.0% 0 0.0% 0 0.0%
Total 694 141 20.3% 222 32.0% 234 33.7% 97 14.0%
34%
32%
20%14%
Mathematics
Projected Proficiency Summary ReportTerm: Fall 2015–2016District: NWEA Sample District 3 Grouping: None
Aggregate by District by Grade
State Test Name: CSAP
Projected Proficiency Summary4 Optional Grouping: You may choose to disaggregate results by gender or
ethnicity and, in certain cases, by special program.
24 Projected Proficiency Category: Students are grouped in predicted proficiency categories based on NWEA linking studies that align the MAP RIT scale to state assessments.
24
4
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The MAP College Readiness Benchmarks Study lets you use grade 5–9
students’ MAP scores to predict future performance on ACT® achievement
tests. NWEA also periodically conducts linking studies to align the MAP RIT
scale to state assessments. Visit NWEA.org to find resources for your school.
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Test Date Nov 11, 2015
Overall Score 60%
Skills/Sub-SkillsPhonological Awareness 40%
Matching Sounds 20%Rhyming Sounds 60%Manipulating Sounds N/A
Visual Discrimination/Phonics 70%Visual Discrimination 100%Letter Identi�cation 40%Matching Letters to Sounds N/A
Concepts of Print 70%
N/A
80%Concepts of Print: K-1 60%
Low: 0% to 40%
Medium: >40% to <80%
High: 80% to 100%
N/A: Sub-skill not evaluated
District: NWEA Sample District 3 School: St. Helens Elementary Teacher: Sloan, SueClass: Class 01Date Range: Nov 14, 2014 to Nov 13, 2015
MAP for Primary Grades Student ReportLambert, BretStudent ID: 838838
Sceening: Reading Early Literacy
Concepts of Print: Pre-K
Concepts of Print: Beginning K
MAP for Primary Grades StudentScreening
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District: NWEA Sample District 3 School: St. Helens Elementary Teacher: Sloan, SueClass: Class 01Date Range: Nov 14, 2014 to Nov 13, 2015
MAP for Primary Grades Student ReportLambert, BretStudent ID: 838838
Skills Checklist: Reading Decoding Patterns – Word Families
Low: 0% to 40%
Medium: >40% to <80%
High: 80% to 100%
N/A: Sub-skill not evaluated
50%
Test Date Nov 11, 2015
Overall Score
Skills/Sub-SkillsWord Families
unk 0%ank 0%ash 100%ell 100%est 100%ick 100%ight 0%ild 0%ill 100%
ack 100%imp 100%ing 0%ink 0%ock 0%old 100%onk 0%uck 0%ump 100%
50%
MAP for Primary Grades StudentSkills Checklist
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Annotation Key
Summary
Total Students with Valid Growth Test Scores 14
Mean RIT 154.4
Median RIT 157
Standard Deviation 15.8
District Grade Level Mean RIT 159
Students At or Above District Grade Level Mean RIT 7
Norm Grade Level Mean RIT 160.7
Students At or Above Norm Grade Level Mean RIT 6
Reading
Norms Reference Data: 2015Weeks of Instruction: 4 (Fall 2015)Small Group Display: No
Term Rostered: Fall 2015–2016Term Tested: Fall 2015–2016District: NWEA Sample District 3 School: St. Helens Elementary
MAP: Reading Primary Grades Common Core 2010/Common Core English Language Arts K-12: 2010
Saba, Howard1st Grade Homeroom
Lo%ile < 21
LoAvg%ile 21-40
Avg%ile 41-60
HiAvg%ile 61-80
Hi%ile > 80
Overall Performance count % count % count % count % count %MAP: Reading Primary Grades Common Core 2010/Common Core English Language Arts K-12: 2010 4 29% 3 21% 2 14% 4 29% 1 7%
Goal Area
Foundational Skills2 14% 1 7% 6 43% 4 29% 1 7%
Language and Writing1 7% 3 21% 5 36% 4 29% 1 7%
Literature and Informational1 7% 2 14% 5 36% 6 43% 0 0%
Vocabulary Use and Functions1 7% 5 36% 3 21% 4 29% 1 7%
148-154-202 157 15.8
148-155-202 158 18.1
145-152-160 157 17.1
150 -155-160 157 12.0
143-151-159 154 18.0
Class Report
(+/- Smp Err)Mean RIT Median RIT Std Dev
MAP for Primary Grades Class1 Norms Reference Data: Indicates which NWEA norming study your report data
draws upon. NWEA highly recommends using 2015 normative data.
3 Weeks of Instruction: Number of instructional weeks prior to testing, as set by your district administrator.
5 Small Group Display: Summary groups of fewer than ten students will not display unless you select this option while generating your report.
6 Mean RIT: The group’s average score for the content area in the given term.
7 Median RIT: The group’s middle score for the content area in the given term.
8 Standard Deviation: The variability of scores within this group. A larger standard deviation reflects a wider range of scores.
10 Sampling Error: An estimate of the amount of error in an aggregate statistic (commonly the mean) attributed to calculating the statistic on a population sample rather than the entire population. The larger the group, the lower the sampling error.
11 Goal Performance Area: The students’ performance in the goal strands tested in this subject. Data will display either by goal strand RIT ranges or descriptors if students took a Survey with Goals test.
13
5
6
7
8
10
11
6
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Annotation Key
Norms Reference Data: 2015Weeks of Instruction: 4 (Fall 2015)Small Group Display: No
Term Rostered: Fall 2015–2016Term Tested: Fall 2015–2016District: NWEA Sample District 3 School: St. Helens Elementary
Name (Student ID) Gr TestDate
RIT (+/- Std. Err)
Percentile (+/- Std Err)
Lexile® Range
Test Duration A B C D
Runtzel, Cedur R. (S11002304) 1 09/17/15 111-114-117 1-1-1 BR 22 m 96-117 97-113 112-127
147-158
138-153
145-160
159-176
146-162
151-166
157-172
97-118
149-164Wilke, Cathi L. (S11001866) 1 09/17/15 134-138-142 2-4-8
3-5-8
12-17-23
17-23-30
25-33-42
25-33-42
39-48-57
45-54-63
54-63-71
57-66-74
60-69-76
66-74-81
76-83-88
BR 17 m 122-137
138-153
150-165
147-163
153-168
161-176
172-187
132-149
Landing, Meyarah H. (S11001915) 1 09/17/15 136-139-142 BR 24 m 127-141 124-139
Bright, Alexander R. (S11001999) 1 09/17/15 145- -151 BR 25 m 139-154 124-141
Stoefen, Rosie E. (S11001997) 1 09/17/15 148- -154 BR 33 m 134-151 145-161
Colandonato, Lenny R. (S11001961) 1 09/17/15 152- -158 BR 35 m 148-163 145-160 148-162
Sagmoen, Maegann N. (S11002000) 1 09/17/15 152- -158 BR 55 m 138-153 142-157
Sorensen, Kaye E. (S11002062) 1 09/17/15 157- -163 BR 48 m 150-165 150-165
160-175
169-183
151-166
Colon-Pagan, Teidah H. (S11001966) 1 09/17/15 159- -165 BR 57 m 154-168 157-171 150-165
Schuessler, Doyce E. (S11001883) 1 09/17/15 162- -168 BR 42 m 149-163 156-170 157-171
Lonsky, Sinaca-Ski I. (S11001940) 1 09/17/15 163- -169 BR 46 m 157-173 156-170 157-171 153-168
Lambert, Bret T. (S11001923) 1 09/17/15 164- -170 BR-53 38 m 158-173 142-157 155-170
Vigne, Dade E. (S11001916) 1 09/17/15 166- -172 BR-100 64 m 148-165 161-175 154-169 161-178
Denewith Mcgee, Kerry R. (S11002205) 1 09/17/15 170-
151
148
155
155
160
162
165
166
169
167
173-176 18-168 68 m 161-176 147-164 163-179
Goal Performance: A. Foundational SkillsB. Vocabulary Use and FunctionsC. Literature and InformationalD. Language Writing
MAP: Reading Primary Grades Common Core 2010/Common Core English Language Arts K-12: 2010
Reading
Class ReportSaba, Howard1st Grade Homeroom
MAP for Primary Grades Class9 Standard Error of Measurement: A precision estimate of an individual’s
achievement score. The smaller the standard error, the more precise the achievement estimate.
11 Goal Performance Area: The students’ performance in the goal strands tested in this subject. Data will display either by goal strand RIT ranges or descriptors if students took a Survey with Goals test.
13 RIT Range: A range of RIT scores defined by the student’s RIT score plus and minus one standard error of measurement. If the student took the test again relatively soon, you could expect his or her score to fall within this range about 68% of the time.
14 Percentile: The percentage of students in the NWEA national norm sample, for this grade and subject area, that this student’s score equaled or exceeded.
15 Lexile® Range: A score (displayed as a 150-point range) resulting from a regression analysis of the NWEA Reading RIT scale and the MetaMetrics® Lexile® scale. This range helps you identify level-appropriate reading material for individual students.
16 Goal Area of Relative Strength (Student): A goal area score appears in bold when the midpoint of the student’s goal area RIT range is three or more RIT points higher than the student’s overall RIT score.
17 Goal Area of Relative Weakness (Student): A goal area score appears in italics when the midpoint of the student’s goal area RIT range is three or more RIT points lower than the student’s overall RIT score.
9
13 14 15
16
17
11
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Annotation Key
Class Breakdown by RIT Report
Modify Options
Select a subject in this report to view a Class Breakdown by Goal report.
Class Breakdown by Create PDF ReportCreate a PDF version of this report RIT^
Legal 8½" × 14"^
District: NWEA Sample District 3Term Rostered: Fall 2015–2016Term Tested: Fall 2015–2016School: St. Helens Elementary Instructor: Saba, HowardClass: TF060018 Saba Homeroom 1(A)
SubjectOverall Score
<121 121–130 131–140 141–150 151–160 161–170 171–180 181+
Mathematics
M. H. Landing (131)A. R. Bright (141)T. H. Colon-Pagan (150)
M. N. Sagmoen (152)R. E. Stoefen (155)D. E. Schuessler (155)
K. E. Sorensen (163)S. I. Lonsky (165)L. R. Coladonato (167)
K. E. Denewith McGee (175)
D. E. Vigne (182)B. T. Lambert (184)
Reading
C. R. Runtzel (114)C. L. Wilke (138)M. H. Landing (139) A. R. Bright (148)
R. E. Stoefen (151)L. R. Coladonato (155)M. N. Sagmoen (155)K. E. Sorensen (160)
T. H. Colon-Pagan (162)D. E. Schuessler (165)S. I. Lonsky (166)B. T. Lambert (167)D. E. Vigne (169)
K. E. Denewith McGee (173)
MAP for Primary Grades Class Breakdown by RIT18 Overall Score: Students’ overall RIT scores for each subject appear in
parentheses following their names.
18
18
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Annotation Key
Modify Options
GoalGoal Score
<111 111-120 121-130 131-140 141-150 151-160 161-170 171-180
Literatureand
InformationalC. R. Runtzel (114)
B. T. Lambert (167)
M. H. Landing (139)
C. L. Wilke (138)
A. R. Bright (148)
L. R. Coladonato (155)
M. N. Sagmoen (155)
K. R. Denewith Mcgee (173)
R. E. Stoefen (151)
K. E. Sorensen (160)
T. H. Colon-Pagan (162)
D. E. Schuessler (165)
S. I. Lonsky (166)
D. E. Vigne (169)
FoundationalSkills
C. R. Runtzel (114) C. L. Wilke (138) M. H. Landing (139)
A. R. Bright (148)
R. E. Stoefen (151)
L. R. Coladonato (155)
M. N. Sagmoen (155)
K. E. Sorensen (160)
D. E. Vigne (169)
T. H. Colon-Pagan (162)
D. E. Schuessler (165)
S. I. Lonsky (166)
K. R. Denewith Mcgee (173)
B. T. Lambert (167)
VocabularyUse and
FunctionsC. R. Runtzel (114)
C. L. Wilke (138)
M. H. Landing (139)
A. R. Bright (148)
R. E. Stoefen (151)
M. N. Sagmoen (155)
L. R. Coladonato (155)
K. E. Sorensen (160)
D. E. Schuessler (165)
T. H. Colon-Pagan (162)
S. I. Lonsky (166)
B. T. Lambert (167)
D. E. Vigne (169)
K. R. Denewith Mcgee (173)
Languageand
WritingC. R. Runtzel (114)
M. H. Landing (139)
A. R. Bright (148)M. N. Sagmoen (155)
C. L. Wilke (138)
R. E. Stoefen (151)
L. R. Coladonato (155)
K. E. Sorensen (160)
T. H. Colon-Pagan (162)
D. E. Schuessler (165)
S. I. Lonsky (166)
B. T. Lambert (167)
D. E. Vigne (169)
K. R. Denewith Mcgee (173)
You may select the student’s name, RIT band, or the goal name to drill down to the Learning Continuum Class View to see learning statements for the data that was selected.
Class Breakdown by Create PDF ReportCreate a PDF version of this report ^
Legal 8½" × 14"^
District: NWEA Sample District 3Term Rostered: Fall 2015–2016Term Tested: Fall 2015–2016School: St. Helens Elementary Instructor: Saba, HowardClass: TF060018 Saba Homeroom 1(A)
Subject Reading^
MAP: Reading Primary Grades Common Core 2010/Common Core English Language Arts K-12: 2010
Class Breakdown by Goal Report
Goal
MAP for Primary Grades Class Breakdown by Goal19 Goal Score: Students’ scores for each goal area within a subject appear in
ten-point RIT bands.
20 Goal Strands Tested: Click a goal strand to access the Learning Continuum Class View for the entire class. Click a student name to access the Learning Continuum Class View for that student.
19
20
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Annotation Key
131-140
121-130
111-120
141-150
151-160
161-170
B. T. Lambert Overall: 167; Lexile Range: BR-53; Goal Range: 142-157M. H. Landing Overall: 139; Lexile Range: BR; Goal Range: 138-153
C. R. Runtzel Overall: 114; Lexile Range: BR; Goal Range: 112-127
C. L. Wilke Overall: 138; Lexile Range: BR; Goal Range: 147-158A. R. Bright Overall: 148; Lexile Range: BR; Goal Range: 145-160L. R. Coladonato Overall: 155; Lexile Range: BR; Goal Range: 146-162M. N. Sagmoen Overall: 155; Lexile Range: BR; Goal Range: 151-166K. R. Denewith Mcgee Overall: 173; Lexile Range: 18-168L; Goal Range: 147-164
R. E. Stoefen Overall: 151; Lexile Range: BR; Goal Range: 159-176 K. E. Sorensen Overall: 160; Lexile Range: BR; Goal Range: 157-172T. H. Colon-Pagan Overall: 162; Lexile Range: BR; Goal Range: 157-171D. E. Schuessler Overall: 165; Lexile Range: BR; Goal Range: 156-170S. I. Lonsky Overall: 166; Lexile Range: BR; Goal Range: 157-171D. E. Vigne Overall: 169; Lexile Range: BR-100; Goal Range: 154-169
No students
No studentsMain or Central Idea, Topic, Titles• Understands the topic of an illustration and a story read aloud
Main or Central Idea, Topic, Titles• Understands the topic of a book from pictures or title read aloud• Understands the topic of a story read aloud• Understands the topic of an illustration and a story read aloud• Determines the best title for an illustrated book cover
Main or Central Idea, Topic, Titles• Understands the main idea of illustrations• Understands the topic of a book from pictures or title read aloud• Understands the topic of a story read aloud• Understands the topic of an illustration and a story read aloud
Main or Central Idea, Topic, Titles• Understands the main idea of a story read aloud• Understands the topic of a book from pictures or title read aloud• Understands the topic of a story read aloud• Understands the topic of an illustration and a story read aloud
Main or Central Idea, Topic, Titles• Understands the main idea of a story read aloud• Understands the topic of a poem• Determines main idea in literary text• Identifies a title that reflects main idea in literary text
Literature and InformationalLiterature and Informational
Literature: Key Ideas, Craft, StructureLiterature: Key Ideas, Craft, Structure
Edit Display Options
Learning Continuum - Class View
MAP: Reading Primary Grades Common Core 2010
1st Grade Homeroom
Learning Continuum Class View: Reading*
* Image has been modified to demonstrate functionality. Actual in-product screens will be slightly different. Learning statements in this example may differ slightly from in-product learning statements.
21 The Learning Continuum Class View: The Class View groups students by RIT score bands to show the skills and concepts they are ready to learn.
23 Learning Statements: Skills and concepts to reinforce, develop, and introduce with students.
23
21
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Annotation Key
District: NWEA Sample District 3 School: St. Helens Elementary Date Range: Dec 19, 2014 to Dec 18, 2015
MAP for Primary Grades Class ReportSloan, SueClass 01
Low: 0% to 40%
Medium: >40% to <80%
High: 80% to 100%
N/A: Sub-skill not evaluated
Overall Score Total Number of StudentsSkills/Sub-Skills Scores
Phonological Awareness 4
Matching Sounds 4
Rhyming Sounds 4
Manipulating Sounds 4
Visual Discrimination/Phonics 4
Visual Discrimination 4
Letter Identi�cation 4
Matching Letters to Sounds 4
Concepts of Print 4
4
4
Concepts of Print: K-1 4
Screening: Reading Early Literacy
1
1
1
1
1
1
1 1
1
1
2
2
3
3
2 1
1
1
1
11
1
3
2
2
2
2 2
2
2
2
2
2
Concepts of Print: Pre-K
Concepts of Print: Beginning K
MAP for Primary Grades ClassScreening 40 Segmented Bar Graph: Shows the number of students who scored within each
percentage range—low, medium, and high.
40
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District: NWEA Sample District 3 School: St. Helens Elementary Date Range: Dec 19, 2014 to Dec 18, 2015
Sloan, SueClass 01
Low: 0% to 40%
Medium: >40% to <80%
High: 80% to 100%
N/A: Sub-skill not evaluated
Skills Checklist: Math Computation – 20 NumbersLow
Student ID Student Name
Addition:Addition– two 1-digitnumbers– horizontal
format
Addition:Addition– two 1-digitnumbers–
vertical format
Addition:Addition–
three 1-digitnumbers
Subtraction:Subtraction– two 1-digit numbers– horizontal
format
Subtraction:Subtraction– two 1-digit numbers–
vertical format
S11001934 Pace, Kristan N. 0/2: 0% 0/2: 0% 0/1: 0% 3/3: 100% 1/2: 50%
S11002026 Varelman, Lisa E. 1/2: 50% 0/2: 0% 0/1: 0% 0/3: 0% 0/2: 0%
S11001877 Walvatne, Metzlis I. 2/5: 40% 5/5: 100% 1/5: 20% 2/5: 40% 2/5: 40%
S11001920 Woollacott, Jennalea A. 3/5: 60% 2/5: 40% 3/5: 60% 3/5: 60% 2/5: 40%
S11001865 Zarmon, Valerio O. 2/2: 100% 2/2: 100% 0/1: 0% 0/3: 0% 0/2: 0%
Medium
Student ID Student Name
Addition:Addition– two 1-digitnumbers– horizontal
format
Addition:Addition– two 1-digitnumbers–
vertical format
Addition:Addition–
three 1-digitnumbers
Subtraction:Subtraction– two 1-digit numbers– horizontal
format
Subtraction:Subtraction– two 1-digit numbers–
vertical format
S11001909 Vetsch, Lymon N. 4/5: 80% 4/5: 80% 3/5: 60% 4/5: 80% 3/5: 60%
High
Student ID Student Name
Addition:Addition–
three 1-digitnumbers
Addition:Addition– two 1-digitnumbers– horizontal
format
Addition:Addition– two 1-digitnumbers–
vertical format
Subtraction:Subtraction– two 1-digit numbers– horizontal
format
Subtraction:Subtraction– two 1-digit numbers–
vertical format
S11002004 Esposito, Lyndon N. 5/5: 100% 4/5: 80% 4/5: 80% 4/5: 80% 4/5: 80%
S11001867 Gatlin, Jatyka A. 5/5: 100% 5/5: 100% 5/5: 100% 5/5: 100% 5/5: 100%
MAP for Primary Grades Sub-Skill Performance Report
MAP for Primary Grades ClassSub-Skill Performance
Copyright© Northwest Evaluation Association 2015
All rights reserved. No part of this manual may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from NWEA.
TrademarksMeasures of Academic Progress, MAP, and Partnering to help all kids learn are registered trademarks of NWEA in the U.S. and in other countries. Northwest Evaluation Association, NWEA, and Destination PD are trademarks of NWEA in the U.S. and in other countries.
Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad.
The names of other companies and their products mentioned are the trademarks of their respective owners.
Northwest Evaluation Association™
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503.624.1951 | NWEA.org | Rev 09/15 | © Northwest Evaluation Association 2015 | MAPWB_PRDV20024